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3gram  of  Studies  and 
rriculum  Organization 


„•    V"  v>^ 

CLEVELAND 

PUBLIC 
SCHOOLS 


Cleveland  Junior 
High  Schools 


One  of  a  Series  of 
Bulletins  on  What 
Cleveland's  Public 
Schools  are  Doing 


The  material  presented  in  this  bulletin 
was  prepared  during  the  school  year  1920-21, 
by  a  committee  of  junior  high  school  prin- 
cipals. It  was  later  submitted  to  and  ap- 
proved by  the  principals  of  the  junior  high 
schools.  The  proposed  program  of  studies 
and  curriculum  of  the  ninth  year,  together 
with  the  accrediting  relationship  of  the 
junior  and  senior  high  schools,  were  then 
submitted  to  a  joint  committee  of  junior  and 
senior  high  school  principals  and  later  were 
approved  as  modified  by  both  groups  of 
principals. 

This  bulletin  has  the  approval  of  the  su- 
perintendent of  "schools  and  is  therefore  the 
official  guide  in  the  administration  of  the 
junior  high  schools. 

Members  of  the  committee  in  charge  of 
preparation  of  this  material  were:  F.  G. 
Pickell,  assistant  superintendent  of  schools; 
Clayton  R.  Wise,  principal  of  Empire  Junior 
High  School;  J.  A.  Crow  ell,  principal  Fair- 
mount  Junior  High  School;  James  B.  Smiley, 
principal  of  Lincoln  High  School;  P.  H. 
Powers,  principal  of  Rawlings  Junior  High 
School;  Jennie  M.  Gaskill,  assistant  principal 
of  South  Junior  High  School. 


Program  of  Studies  and  Curriculum 

Organization  of  the  Cleveland 

Junior  High  Schools 


The  junior  high  school  is  still  a  new  institution  and  many 
of  its  avowed  objectives  must  be  subjected  to  thoroughgoing 
experimentation  and  study.  In  view  of  the  present  status 
of  this  new  school,  the  committee  has  thought  it  advisable  to 
build  the  program  of  studies  and  the  curriculum  upon  a  state- 
ment of  specific  purposes.  The  first  task  undertaken  was  the 
formulation  of  such  a  statement,  not  only  to  guide  the  com- 
mittee in  its  work,  but  to  provide  definiteness  and  unity  in 
the  administration  and  class  room  work  of  the  various  junior 
high  schools  of  the  city. 

The  purposes  of  the  junior  high  school  and  the  cor- 
responding characteristics  of  the  curriculum,  both  of  which 
are  stated  later,  are  important  features  of  this  bulletin  and 
should  be  read  and  kept  in  mind  by  every  principal  and 
teacher.  The  statement  of  purposes  is  not  intended  to  be 
dogmatic,  but  it  is  a  declaration  of  faith  up  to  date. 

At  the  present  time  three  outstanding  problems  of  the 
junior  high  school  call  for  serious  study.  The  first,  inextric- 
ably bound  up  with  the  problems  of  the  curriculum,  has  to  do 
with  the  content  and  arrangement  of  subject  matter.  Care- 
ful study  must  be  made  to  eliminate  non-essentials  from  the 
various  subjects  and  to  rearrange  the  essentials  to  make  for 
economy  in  teaching  and  in  the  learning  process. 

The  second  problem  has  to  do  with  the  quality  of  teach- 
ing. We  may  offer  a  wider  range  of  studies  in  the  junior  high 
school  than  in  the  old  seventh  and  eighth  grades,  provide  a 
higher  type  of  school  spirit,  better  utilize  social  activities  for 
educational  ends,  but  the  junior  high  school  in  final  analysis 
must  expect  its  ultimate  success  to  be  measured  largely  in 
terms  of  the  character  of  the  teaching  process.  Better  class 
room  teaching  must  characterize  the  new  school. 

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2O65641 


The  third  problem  has  to  do  with  the  relationship  of  the 
junior  to  the  senior  high  school.  Surely  we  must  avoid  be- 
tween the  junior  and  senior  high  school  the  kind  of  con- 
troversy that  formerly  obtained  between  the  college  and  high 
school  over  the  subject  of  entrance  requirements.  To  avoid 
this  situation  the  following  program  has  been  worked  out : 

(a)  The  junior  high  school  period  covers  the  work  of  the  seventh, 
eighth  and  ninth  years. 

(b)  Pupils  completing  the  three  year  curriculum  are  admitted  with 
full  standing  to  the  tenth  year  of  the  senior  high  school. 

(c)  No  work  is  carried  in  the  junior  high  school  with  the  view  of 
senior  high  school  credit.     In  other  words,  all  work  done  in  the 
junior  high  school  is  done  for  junior  high  credit.    The  junior  high 
school  actually  covers  the  work  of  the  seventh,  eighth  and  ninth 
years,  and  while  some  subjects  formerly  taught  only  in  the  senior 
high  school  are  begun  in  the  junior  high  school,  they  are  regarded 
as  meeting  the  requirements  for  the  completion  of  the  curriculum 
set  up  for  the  seventh,  eighth  and  ninth  years.     Acceleration  is 
provided  by  sectioning  the  pupils  upon  the  basis  of  ability. 

(d)  The  junior  high  school  must  prepare  pupils  specifically  for  senior 
high  school  work  and  avoid  waste  due  to  inarticulation  of  courses 
or  repetition. 

Purpose  of  the  Junior  High  School: 

The  purpose  of  the  junior  high  school  is  to  provide  edu- 
cational opportunity  suited  to  the  peculiar  conditions  of  early 
adolescence.  This  is  accomplished  by  adapting  the  curriculum, 
methods  of  instruction,  and  administrative  policies  of  the 
school  to  make  them  harmonize  with  the  widely  varying  needs 
of  this  critical  period  of  the  child's  development. 

The  curriculum  must  provide  a  wide  range  of  activities  in 
order  to  satisfy  the  adolescent  craving  for  frequent  change  of 
interest;  to  provide  a  broad  field  for  the  exploration  of  his 
tastes  and  abilities ;  to  provide  distinct  glimpses  of  very  many 
higher  forms  of  desirable  activities  and  thus  lure  him  on  to 
the  pursuit  of  further  experiences;  and  to  allow  each  indi- 
vidual ampJe  opportunity  to  develop  along  the  lines  which 
most  attract  him  at  a  rate  best  suited  to  his  ability.  It  must 
also  guarantee  to  the  pupils  as  wide  a  range  of  common  experi- 
ences as  may  be  necessary  for  mutual  understanding,  sympa- 
thy and  co-operation. 

The  teaching  method  must  be  so  devised  as  to  create  in 
the  pupil  an  absorbing  and  enthusiastic  interest  in  his  work; 
to  develop  initiative,  independence  of  thought  and  proper 
habits  of  study;  to  reproduce  in  the  school  a  replica  of  the 
worthy  normal  life  and  work  of  the  world ;  to  awaken  an  in- 
terest in  the  manifest  next  activity  of  the  boy  or  girl ;  and  to 
promote  as  great  a  degree  of  scholarship  as  may  be  secured 
without  sacrificing  any  of  the  other  avowed  objects. 


The  school  should  be  so  organized  and  administered  as  to 
provide  for  a  large  measure  of  individual  freedom ;  to  develop 
self-reliance  and  self-control  in  social  and  civic  life ;  to  develop 
individual  responsibility  for  standards  of  conduct;  to  foster 
the  spirit  of  co-operation  and  loyalty  in  group  endeavor.  It 
should  make  use  of  scientific  methods  of  measuring  the 
achievement  of  pupils,  thus  enabling  them  to  be  conscious  of 
and  interested  in  their  own  growth  and  progress. 

The  school  so  organized  and  administered,  should,  if  suc- 
cessful, find  itself  accomplishing  certain  very  manifest  results. 
It  will  find  its  holding  power  so  great  that  it  will  lose  few  of  its 
pupils;  it  will  make  worthy  citizens  for  the  community  by  pro- 
viding opportunity  for  participation  in  the  social  and  civic 
activities  of  the  school ;  it  will  make  easy  the  transition  from 
the  maternal  atmosphere  of  the  elementary  school  to  the  wider 
democracy  of  the  high  school;  it  will  provide  pupils  with 
means  for  making  proper  use  of  leisure  time;  and  will  pre- 
serve and  improve  their  mental,  moral  and  physical  health. 

Program  of  Studies  and  Curriculum : 

The  curriculum  has  been  developed  in  keeping  with  the 
purposes  heretofore  stated.  Briefly,  the  following  points  char- 
acterize its  organization: 

First — The  curriculum  is  of  the  single  type  with  constants 
and  variables.  It  is  difficult  to  justify  differentiated  curri- 
culums  in  the  junior  high  school. 

Second — The  work  is  uniform  in  the  7B  grade.  The  ex- 
ploration of  interest  and  ability  during  this  semester  is  pro- 
vided through  the  organization  and  arrangement  of  subject 
matter  and  the  variety  of  courses  of  study,  while  at  the  same 
time  the  uniformity  in  requirements  guarantees  to  the  pupils 
certain  common  experiences,  thus  meeting  one  of  the  outstand- 
ing purposes  of  the  school. 

Third — Specific  and  adequate  attention  is  given,  through 
a  system  of  advice  and  guidance,  to  the  choice  of  elective 
studies. 

Fourth — Pupils  may,  by  choosing  their  electives  with 
care,  prepare  for  specific  curriculums  to  be  entered  upon  in 
the  Senior  High  School  or,  in  like  manner,  for  their  life's 
work,  if  they  must  leave  school  at  the  end  of  the  ninth  year. 

Fifth — The  single  curriculum  extending  through  the 
ninth  year  permits  pupils  to  postpone  the  period  of  intensive 
specialization  until  they  reach  the  tenth  or  the  first  year  of 
the  Senior  High  School. 


SEQUENTIAL  TABLI 


7B  Periods  Per 

Required  Week 

English    10 

Mathematics 5 

Geography     5 

History  and  Social  Prob- 
lems       4 

Physical   Education 2 

Hygiene   1 

Music   1 

Art   2 

Shop  and  Drawing. 4 

Home   Economics  .  .   4 


8B  Periods  Per 

Required  Week 

English    5 

Mathematics   5 

Social   Science 4 

Physical  Education 2 

Hygiene     1 

Music     1 

Art     2 

Vocations    1 

Shop  and  Drawing 4 

Home   Economics 4 

Electives  (5  or  6  periods) 

English    5 

Latin    5 

French     5 

Spanish    5 

Commercial 5 

Shop  and  Drawing 6 

Home   Economics  .  .  6 


7A  Periods  Per 

Required  Week 

English    5 

Mathematics   5 

Geography     5 

History  and  Social  Prob- 
lems       4 

Physical    Education 2 

Hygiene   1 

Music   1 

Art   2 

Shop  and  Drawing 4 

Home   Economics 4 

Electives  (5  or  6  periods) 

English    5 

Latin    5 

French     . 5 

Spanish    5 

Commercial     5 

Shop  and  Drawing 6 

Home   Economics 6 

8A  Periods  Per 

Required  Week 

English    5 

Mathematics   5 

Social   Science 4 

Physical  Education 2 

•Hygiene     1 

Music     1 

Art     2 

Vocations    1 

Shop  and  Drawing 4 

Home   Economics 4 

Electives  (5  or  6  periods) 

English    5 

Latin    5 

French     5 

Spanish    5 

Commercial 5 

Shop  and  Drawing 6 

Home   Economics 6 


TIME  ALLOTMENT 


9B  Periods  Per 

Required  Week 

English    5 

Mathematics   5 

Music   2 

Physical  Education 2 

Electives  (10  to  16  periods) 

Social    Science 5 

Latin    5 

French   5 

Spanish    5 

General  Science 5 

Applied  Art 6-10 

Shop   and   Drawing.  .  .10-16 

Home   Economics 10 

Penmanship    5 


9A  Periods  Per 

Required  Week 

English    5 

Mathematics 5 

Music   2 

Physical  Education 2 

Electives  (10  to  16  periods) 

Social   Science 5 

Latin    5 

French   5 

Spanish    . 5 

General  Science 5 

Applied  Art 6-10 

Shop  and  Drawing.  .  .10-16 

Home   Economics 10 

Bookkeeping     5 


Notes 

1.  Pupils  who  satisfactorily  complete  the  above  curriculum  of  study  will 
be  admitted  with  full  standing  to  the  tenth  year  of  any  senior  high 
school. 

2.  Pupils  promoted  to  the  senior  high  school  before  completing  all  of 
the  requirements  of  the  ninth  year  will  be  required  to  make  up  their 
deficiency. 

3.  Subject  to  the  rules  and  regulations  governing  the  choice  of  such 
subjects,  all  ninth  year  credit  subjects  carried  satisfactorily  in  the 
senior  high  school  will  be  counted  toward  graduation. 

4.  Pupils  who  are  unable  to  do  satisfactory  work  in  mathematics  may 
be  excused  by  the  principal  from  that  subject  in  the  ninth  year  and 
be  permitted  to  substitute  general  science  or  social  science. 

5.  Two  periods  per  week  shall  be  given  to  Physical  Education  and  one 
to  Hygiene  in  the  seventh  and  eighth  years.     Of  the  three  periods 
required  in  Music  and  Applied  Art,  one  double  period  shall  be  given 
to  the  latter. 


Admission  to  the  Junior  High  School : 

Pupils  who  complete  the  sixth  grade  are  regularly  ad- 
mitted to  the  junior  high  school.  Over-age  pupils  and  others 
who  may  reasonably  be  expected  to  be  benefited  may,  upon 
specific  recommendation  of  the  elementary  principal,  be  placed 
in  the  junior  high  school. 

Promotion  to  the  Senior  High  School : 

A  conscious  .effort  is  made  to  send  on  to  the  senior  high 
school  the  greatest  possible  number  of  pupils  and  a  genuine 
attempt  is  being  made  to  send  them  on  with  better  prepara- 
tion than  heretofore.  The  spirit  of  the  junior  high  school,  its 
courses  of  study,  its  class  room  methods,  social  activities — all 
should  prepare  for  the  work  of  the  next  higher  school  and  bet- 
ter guarantee  success  out  in  the  world  to  those  who  must  be- 
come earners. 

Pupils  completing  the  ninth  grade  of  the  junior  high 
school  are  regularly  promoted  to  the  tenth  grade  of  the  senior 
high  school.  Over-age  pupils  and  others  who  may  profit  by 
the  change  may,  by  special  arrangement,  be  sent  to  the  senior 
high  schools. 

Acceleration  and  Ability  Grouping: 

Pupils  are  accelerated  in  proportion  to  their  ability,  but 
at  no  time  are  the  enrichment  and  the  purposeful  planning 
of  the  child's  educational  program  neglected  in  order  to  ac- 
complish this  end.  In  many  instances  the  enrichment  of  the 
courses  of  study  more  than  offset  the  advantages  of  accelera- 
tion. 

Ability  groupings  are  based  upon  intelligence  and 
achievement  tests ;  also  upon  the  teachers'  rating. 

General  Information 

Recitation  Periods  will  be  forty -five  minutes  in  length  un- 
less changed  by  the  direction  of  the  assistant  superintendent 
in  charge.  A  sixty  minute  period  will  be  favored  when  condi- 
tions permit.  (The  maximum  capacity  of  the  building  and  the 
number  of  pupils  to  be  accommodated  will  be  the  determining 
factors.) 

Directed  Study  should  be  the  chief  activity  of  the  class 
period.  The  teaching  process  should  emphasize  directed  study 
and  the  development  of  work,  with  a  minimum  amount  of  time 
spent  in  recitation  of  material  memorized.  At  least  one-half 
of  each  period  should  be  devoted  to  study  under  supervision. 

6 


Home  Study  should  be  reduced  to  an  absolute  minimum, 
and  in  the  seventh  grade  it  should  be  the  exception.  If  di- 
rected study  is  effective,  the  need  of  home  study  is  removed. 

Counsellors — Each  pupil  should  be  assigned  to  a  teacher 
who  will  act  as  his  counsellor  in  all  of  his  school  activities  and 
provide  systematic  guidance,  educational,  personal  and  voca- 
tional. The  counsellors  will  co-operate  with  the  teachers  of 
vocations. 

Vocations — The  study  of  vocations  will  be  correlated  with 
Social  Science  or  English  and  be  given  special  attention  in 
the  8A  semester.  One  period  per  week  shall  be  given  to  this 
work. 

Laboratory  Subjects — Applied  art,  shop,  drawing,  and 
home  economics  should  be  scheduled  for  double  periods. 

Applied  Art  will  be  correlated  with  the  work  in  home  eco- 
nomics and  with  the  shop  work  for  boys. 

Electives — Electives  should  be  chosen  in  the  light  of  the 
manifest  next  activity  of  the  pupil.  Throughout  the  junior 
high  school  the  pupil  should  be  encouraged  to  plan  his  elec- 
tions ahead  in  order  that  he  may  study  with  purpose  and  also 
be  better  prepared  for  his  work  in  the  senior  high  school. 
Much  of  the  adjustment  to  senior  high  curriculums  should  be 
made  before  the  beginning  of  the  ninth  year.  Careful  attention 
should  be  given  to  those  who  must  leave  school. 

Courses  of  Study — Courses  of  study  giving  the  work  in 
detail  are  being  prepared  or  revised  and  these  will  be  fur- 
nished to  teachers  and  others  who  may  be  interested.  They 
will  set  forth  minimum  essentials  and  provide  adequately  for 
the  differentiation  necessary  where  pupils  are  grouped  upon 
the  basis  of  ability. 


A    000  121  088    9 

The  Work  and  Interests  ol  tne 
Cleveland  Public  Schools 

From  time  to  time  the  Board  of  Education  will  issue 
monographs  on  the  work  and  interests  of  the  Cleveland  Pub- 
lic Schools.  These  monographs  are  published  for  the  infor- 
mation of  the  citizens  of  Cleveland. 

(Monographs  issued  or  in  preparation:) 

*1.  Adenoids  and  Arithmetic. — By  Dr.  L.  W.  Childs,  Director  of  Medi- 
cal Inspection. 

A  bulletin  concerning  the  work  of  the  Department  of  Medical 
Inspection;  School  Nurses;  Dental  Clinics;  Open  Air  Schools; 
School  for  the  Crippled;  Dispensaries. 

2.  Ancient  and  Modern  Languages  in  the  Schools. 

3.  The  "Shift  Plan." — A  plan  to  relieve  congestion. 

4.  School  Gardens. 

5.  Factory  Schools. 

*6.  Getting  Out  the  High  School  Paper. — A  Cleveland  Course  in  News- 
Writing— By  Clara  C.  Ewalt,  East  Technical  High  School,  De- 
partment of  English. 

7.  Cleveland's  One-Story  School  Buildings. 

8.  The  Continuous  Census. 

9.  Pipes  of  Pan. — Music  in  the  Schools. 

10.  The  Price  of  Education. 

11.  Art  in  the  Schools. 

12.  Housing  Cleveland's  School  Children. 

13.  The  Kindergartens. 

14.  The  Testing  Period. — The  Junior  High  School. 

15.  The  School  Use  of  Cleveland's  Libraries. 

16.  Teacher  Training. 

17.  Smith-Hughes  Work. 

18.  The  Senior  High  School. 

19.  The  Place  of  the  Special  School. 

20.  Technical  Training. 

21.  All  Year  Schools. 

22.  The  Field  of  the  Commercial  School. 

*23.  Salary  Schedules  of  the  Cleveland  Public  Schools. — As  adopted  by 
the  Cleveland  Board  of  Education  May  24th,  1920.  This  bulletin 
also  states  the  qualifications  and  conditions  of  employment  of 
teachers,  principals,  supervisors  and  assistant  superintendents. 

*24.  A  Garment-Making  Project  for  Sixth  Grade  Girls. — By  Adelaide 
Laura  Van  Duzer,  Supervisor  of  Home  Economics. 

*25.  Elementary  Embryology  for  High  School  Girls. — By  Ann  Criswell 
Arbuthnot,  Department  of  Science,  East  Technical  High  School. 

*26.  Program  of  Studies  and  Curriculum  Organization  in  the  Junior 
High  Schools. 

Persons  desiring  monographs  should  address  the  Director  of 
Publications,  Board  of  Education,  Cleveland,  Ohio. 

*  Issued. 


Published  by  the  Division  of  Publications, 

Cleveland  Board  of  Education, 

April,  1921. 


